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Cj. KLAPPER, Z. S. Reading retardation 11: psychoeducational aspects of reading disabilities, Pediatrics, 1966, 37, 366-377.

G. R. G.

SILBERMAN, C. E. Crisis in the Classroom. New York: Random House, 1970, 553 pp., $2.45 (paperback). This book is the fruition of three and one-half years of research and writing that

Silberman performed as director of a Carnegie Study Commission. Paradoxically, Silberman feels that much of the crisis atmosphere in our society and particularly in education is being generated from the very real progress we have achieved in these areas in American society. In his view, these successes gave rise to expecta- tions for further improvements “. . . that the society was unable or unwilling to fulfill.”

The current problems in American schools are perceived as fundamentally of a psychological nature. The excessive controls, the subtle but oppressive structures and relationships, and in general the disregard for how children develop and really learn, presently permeate most of our schools.

Silberman rightly argues against the false dichotomy of the intellect and emo- tion that is so prevalent in the formulation of educational goals and policies. This spurious separation has led to the unfortunate deemphasis of the arts as well as the undue accentuation of what is taught a t the expense of how children think and act. There has been a lack of consideration of the real goals of the child after he forgets the subject matter of the lesson. Overcontrol, automatic promotion, racial segrega- tion, and rigid ability groupings teach children some unpleasant and unfortunate things more effectively than any formal lesson.

In Silberman’s opinion, the schools are failing the minorities primarily because of a self-fulfilling prophecy of failure on the part of teachers and administrators. Another contributing factor is a lack of flexibility in adjusting to the interests and culture of these students. However, he cautions that we must not let our concern for the slum schools blind us to the reality of the inadequacy of all our schools. In Silberman’s view, this lack takes the form of an excessive and all-pervasive emphasis on control, order, and teacher domination that denies children any responsibility for their education. The present educational goal often is to get through by submission, subordination, and occasionally cheating.

The author’s analysis of the causes of the failure of the educational reforms of the sixties is well thought out and embodies his basic educational philosophy through- out. His criticism of the present implementation of educational technology and generally of the exclusively behavioristic approach to education appears well justi- fied. Particularly in this era of educational change and conflict, it is vital that the schools maintain a proper balance between behavioristic training and the education of the whole child. Mr. Silberman appears to advocate the use of personality theory that is developmental and comprehensive in the reform of the schools and their goals. We must consider that segment of education that is beyond mere training-what the child is after he forgets the lesson. Undoubtedly concepts that involve self-image, the ego, and human interaction will take on new significance.

Silberman feels that while knowledge from psychology cannot be directly used to set up curriculum and methods of instruction, i t does generate certain principles to which a variety of teaching methods can be adapted. He then presents his theo-

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retical rationale for informal schooling, which draws heavily on the theories of Piaget and Dewey. His conclusion is that the elementary school child must work “in such a way as to permit children to learn a t their own pace as well as in their own way.”

However, his solutions to our educational dilemmas a t elementary level appear somewhat simplistic. When the complex problems that beset pupils, teachers, and administrators alike in our urban schools are considered, the espousal of the un- structured school as the solution does not seem justified. The concept of the new English Primary School does not appear totally adequate to meet the very real problems of violence, theft, racial conflict, and low education achievement prevalent in our city schools. He also neglects entirely the fact that many children require a highly structured learning situation. The need for such structure can be defended easily on the basis of present empirical evidence from the fields of learning and behavior.

Reasonable rules of conduct and dress may be perceived by many children as caring on the part of adults. In this tour de force against structure and control, he is guilty a t times of the same he finds so abhorrent in the present educational enterprise. Humanity and respect for the individual may be present in many traditionally organized schools and totally absent in some new “open” en- deavors.

In his discussion of the directions that the high schools should take, Silberman seems less certain. Oregon’s new and essentially untested John Adams High School appears to incorporate most of his conceptions for the future. Uniquely the school is envisaged as a professional training institution for teachers as well as a compre- hensive high school. Other innovations mentioned include freer, less structured pro- grams and added responsibilities in methods of grading, subject selection and con- tent for students. CIose ties between universities and schools could result in sound innovative programs and more effective training for teachers.

In his advocacy of a particular kind of a high school, Silberman has not con- sidered the great variety in the social, educational, and emotional needs of children. Regardless of chronological age, children are spread out on a wide continuum of psycho-educational development. Some require a good deal of structure and the immediate personal reinforcement of the teacher for even thc smallest educational movement. Others, probably many fewer, a t the opposite end of the scale have developed to the stage of independent), self-motivated learning. The imposition of a more permissive educational milieu for all could be an emotional and social disaster for many children. The development of the independent learner is a slow and labor- ious process. Certainly, the schooIs have not developed sufficient numbers of these individuals. Is the proper response to this failure the adoption of a system that in effect says “sink or swim” to many? The casualties may be too high. For a more comprehensive and insightful view of John Adams High, the reader is referred to the series of articles in the Phi Delta Kappan of May, 1971 in which are detailed the promise and pitfalls of the “new” high school educ a. t‘ ion.

Silberman correctly observes that one of the realities of public education is that i t is a public business. Consequently the expert is not automatically deferred to, as in the other professions. Silberman does not seem entirely happy about this state of affairs. However, a particular community’s wishes will have to be so!icited and acted upon for eventually they will make one of the final judgments about the

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effectiveness of their schools. Somehow he communicates the idea that the public at large is t o be educated to a particular course of action, rather than be considered as a full contributing partner in the decision-making process.

Social critics who desire to expand the universities’ community involvement, and Silberman is certainly a member of this group, have neglected to consider the very unique relationship between the university and society that traditionally has existed. In the past, society has allowed the university the privilege of search for knowledge for its own sake, provided that a reasonable neutrality was maintained on political and social issues. Once this relationship is disturbed we are sailing on uncharted waters, and caution should be the byword or we may lose more than we gain.

In evaluating “Crisis in the Classroom” it is important to remember that the book is essentially Silberman’s creation, since he was only advised and counseled by a panel of distinguished educators. It is not extraordinary that the book comes off as a compromise between the romantic individualistic advocacy of the reformer and the reasoned appraisal of a group of disciplined minds. Since it was the author’s avowed purpose to influence the layman as well as the educational professional, this may have been a well-chosen course from the viewpoint of its potential impact. People are not swept up in a current of enthusiasm by a completely objective analysis of an issue that examines all perspectives and positions. However, the thoughtful professional may be warned off from a valid conceptualization of a problem by a too doctrinaire approach. As a total entity, however, the book is generally a well- reasoned, readable, and well-documented presentation that is certain to cause con- troversy and reconsideration of many current educational practices and trends.

SAMUEL PARKER Temple University

SMITH, C. Y. (Ed.) Achievement-related Motives in Children. New York: Russell Sage Foundation, 1969, 263 pp., $8.75. School psychologists continually are confronted with the discrepancy between

the available theoretical and research understanding of motivational problems and the expectations of teachers, parents and administrators as to how they should inter- vene to help children want to learn, but the complexity of motivational research makes it difficult for them to keep informed of new information that may help narrow this gap. This volume offers a summary of major research investigations of achieve- ment-related motives in children that should be effective to update the operating hypotheses of school psychologists, whatever their roles or research orientation.

This book is an outgrowth of a conference on the development of achievement- related motives and self-esteem in children held at the City University of New York Graduate Center in October 1967. Smith provides informative, integrative sum- maries and reviews his own extensive research on the origins and expression of achievement-related motives in children. Issues related to the measurement of achievement motivation are discussed and various measures, including teacher- rating and parent-attitude scales, are provided in the appendices.

Three major traditions are identified in achievement motivation research. The research that originated in the work of R/lcClelland, Atkinson and their colleagues